Assessment occurs at the course, departmental, college, and institutional levels. The University of Tennessee, Knoxville, is accredited by the Southern Association of Colleges (SACS), yet assessment practices at the university extend beyond SACS to include many other accreditation agencies and as well as our own practices of assessment.
For information on programmatic assessment and other issues pertaining to the SACS accreditation process, consult:
- The Office of Institutional Research and Assessment, provides information on assessment at UT, and support for accreditation of your program.
- The TennTLC pages include information on course-based assessment (summative and formative) for the classroom, further information on formative feedback, and information on programmatic assessment as compared to course-based assessment. You may also find a list of action verbs based on Bloom’s Taxonomy of Learning (pdf) to aid in the writing of both course and programmatic objectives.
- The Challenges of Authentic Assessment (pdf) is a great resource for understanding the overall process for the University of Tennessee.
The “assessment movement” has changed many institutions of higher education as we strive to show the quality of our programs in a visible way to internal and external constituents. There are many resources to support the assessment work of your programs or in your classroom.
The resources page of the National Institute for Learning Outcomes Assessment is a central place to start.
Also, the 2012 report titled Committing to Quality: Assessment and Accountability in Higher Education is highly recommended (the 16 page report is brief and captures the current national conversation). It is published by the New Leadership Alliance for Student Learning and Accountability whose board of directors include leaders in many national organizations, such as the American Council for Higher Education, the Teagle Foundation, the AACU, and the APLU.